EXTRACTS  FROM  BULLETINS  OF  THE  NEW  YORK  STATE 
DEPARTMENT  OF  PHYSICAL  EDUCATION  AND  REPORT 
OF  THE  STATE  PHYSICAL  ABILITY  TEST. 


To  THE  Superintendent  of  Schools. 

The  syllabus  of  physical  training  as 
adopted  by  the  Regents  in  1916  has  been 
revised  and  the  revised  syllabus,  as  ap- 
proved by  the  Regents  in  June,  1920,  is 
now  in  the  hands  of  the  printer.  It  is 
being  printed  in  separate  sections  for  ru- 
ral, elementary  and  secondary  schools. 
Copies  will  be  available  for  all  rural 
school  teachers  in  the  course  of  a few 
weeks.  The  edition  is  limited  and  only 
a few  copies  will  be  available  for  second- 
ary schools,  and  those  large  elementary 
schools  having  their  own  directors  of 
physical  education. 

There  is  inclosed  a copy  of  the  time 
requirements  as  revised.  You  will  note 
they  are  practically  the  same  as  before. 
The  requirements  for  the  classroom 
teachers  have  not  been  changed,  the  revi- 
sion of  the  distribution  of  time  under 
section  D being  the  only  important  altera- 
tion. 

You  will  also  find  inclosed  an  outline 
of  the  chapter  on  fundamental  positions 
for  classroom  exercises  which  will  ap- 
pear in  the  new  syllabus  illustrated  with 
cuts.  It  may  be  helpful  for  your  direc- 
tors to  have  this  at  the  beginning  of  the 
year  in  advance  of  the  receipt  of  the 
syllabus  so  that  in  their  instructions  to 
classroom  teachers  they  will  use  the  com- 
mands and  positions  as  indicated  here. 
We  are  hoping  that  this  will  help  unify 
the  work  of  classroom  teachers  under 
section  B. 

We  are  anxious  to  have  for  our  mail- 
ing list  a complete  and  up-to-date  list  of 
directors  of  physical  education  and  to 
this  end  we  ask  that  you  fill  out  and  re- 
turn as  soon  as  possible  the  inclosed  blank 
which  is  self-explanatory. 

You  will  appreciate  advice  as  to  the 
personnel  of  our  physical  training  stafif. 
The  organization  of  this  bureau  for  the 
supervision  of  physical  training  work 
includes  Daniel  Chase,  supervisor  of 
-physical  education,  and  the  following 
assistants:  E.  A.  Bauer  and  W.  W.  H. 
Mustaine  who  are  known  to  many  of 
you,  and  also  F.  B.  McGovern  and  R.  F. 


Seymour  who  $re  new  to  the  department 
organization  this  fall{  This  bureau  is 
ready  to  give  6very  possible  assistance  to 
superintendents  and  local  school  authori- 
ties in  connection  with  the  administration 
of  the  physical  education  program. 

Very  truly  yours. 

Geo.  M.  Wiley. 

To  Directors  of  Physical  Education. 

In  order  that  physical  directors  may 
have  an  early  opportunity  to  meet  with 
representatives  of  the  state  department 
and  talk  over  the  problems  of  organiza- 
tion and  administration,  we  are  planning 
a series  of  physical  education  confer- 
ences and  asking  all  directors  to  attend. 

The  one  nearest  to  you  will  be  at 

on  in  

Building.  Mr.  will  be 

present.  He  will  explain  the  new  sections 
and  provisions  of  the  revised  syllabus 
now  in  the  hands  of  the  printer ; and  will 
outline  changes  in  rules  for  the  State 
Physical  Ability  Test  for  this  year. 

Mr. is  to  be  the 

man  responsible  for  the  inspection  of 
your  work  later  in  the  year.  This  will 
be  an  excellent  opportunity  for  you  to 
ask  questions  and  get  his  advice  on  mat- 
ters pertaining  to  organization  and  ad- 
ministration of  your  program. 

Confer  with  your  superintendent  of 
schools  at  once  about  making  plans  for 
attending  this  meeting.  I have  no  doubt 
but  that  he  will  be  glad  to  cooperate  in 
having  you  present. 

We  are  looking  forward  to  a splendid 
year  of  progress  in  promoting  this  great 
work  for  the  “health  and  happiness”  of 
the  boys  and  girls  of  the  Empire  State. 
The  state  physical  education  staff  is 
ready  to  help  at  all  times  and  is  confident 
that  all  directors  will  show  the  highest 
type  of  “team  work.” 

Sincerely  yours, 

Daniel  Cfiase. 

Acting  Supervisor  of  Physical 
Education. 


♦Reprinted  from  American  Physical  Education  Review,  January.  1921. 

] 


Summary  of  Schedule  and 
Time  Requirement. 

(Extracts  from  revised  syllabus  on  physical  training 
as  accepted  by  the  Regents,  June  24,  1920.) 

1.  Physical  training  A:  Correlation 
with  school  medical  inspection,  daily  in- 
spection of  every  class  by  the  regular 
class  teacher. 

2.  Physical  training  B : Relief  drills 
of  at  least  two  minutes’  duration  in  con- 
nection with  each  class  period,  or  at  least 
four  times  every  school  day,  under  the 
direction  of  the  regular  class  teacher. 

3.  Physical  training  C : Talks  on  hy- 
giene, two  ten-minute  or  fifteen-minute 
periods  a week,  under  the  regular  class 
teacher  or  a teacher  appointed  for  this 
special  work. 

4.  Physical  training  D:  (Games,  ath- 
letics, gymnastics,  group  dances,  etc.)  : 

(a)  Supervised  requirement : A mini- 
mum of  two  hours  per  week  under,  super- 
vision or  direction  of  school  officials. 
May  be  covered  in  recess  periods,  in  the 
regular  schedule  or  after  the  other  work 
of  the  day  is  completed. 

(b)  Additional  requirement:  Three 

hours  per  week,  supervised  or  unsuper- 
vised. Note:  See  page  24.  (1)  May  be 

wholly  or  partly  under  supervision  of 
school  or  wholly  or  partly  under  super- 
vision of  outside  agencies  acceptable  to 
school  officials,  or  met  by  other  activities 
considered  equivalent. 

Exceptions  to  Physical  Training 
""D”  Section  (a) 

PROVIDED  that  (a)  in  these  school 
districts  having  less  than  ten  regularly 
employed  teachers  and  no  adequate  facili- 
ties for  meeting  the  two-hour  require- 
ment {viz.,  suitable  space,  equipment  and 
leadership),  a minimum  of  one  hour  shall 
be  required;  (b)  in  those  school  districts 
having  at  least  ten  teachers  and  not  more 
than  fifteen  teachers  and  no  adequate 
facilities  {viz.,  suitable  space,  equipment 
and  leadership),  a minimum  of  one  and 
one-half  hours  shall  be  required;  (c)  all 
other  school  districts  shall  come  under 
the  regular  two-hour  requirement.  After 
September  1,  1924,  all  school  districts 
shall  meet  the  same  minimum  time  re- 
quirement of  two  hours. 


Explanation  of  Certain  Gymnastic  ! 

Positions  Common  in  Class-  I 

ROOM  Drills. 

(Extracts  from  material  included  in  revised  syllabus 
of  physical  training  accepted  by  Regents, 

June,  1920.) 

1.  Fundamental  standing  position: 
Attention,  command  '' Atten-shnn !”  or 
Position,  command  ''Position!’'  Heels 
together,  feet  turned  out  equally  and 
forming  an  angle  of  about  45  degrees; 
knees  straight ; body  erect  and  resting 
equally  on  both  hips;  chest  lifted  and 
arched ; shoulders  square ; arms  hanging  I 
naturally ; head  erect  and  squarely  to  the  > 
front;  chin  drawn  in;  body  weight  car- 
ried slightly  forward. 

2.  "At — Ease!”  Left  foot  moved  8 
to  10  inches  to  the  side  and  hands  clasped 
behind  the  back;  weight  equally  distrib- 
uted upon  both  legs ; head,  trunk,  and 
shoulders  remain  erect. 

3.  “Hands  on  hips, — Place!”  (or 
"Hips, — Firm!”).  Hands  rest  on  the 
hips,  fingers  directed  forward  and 
slightly  downward,  thumbs  to  the  rear. 
There  should  be  a straight  line  from  the 
elbows  to  the  finger  tips. 

4.  “Hands  on  shoulders, — Place !” 

Arms  raised  so  that  finger  tips  rest  on 
shoulders,  upper  arms  horizontal  and  ; 
elbows  slightly  to  the  rear.  Do  not  raise  i 
shoulders.  ' 

5.  “Hands  on  neck, — Place!”  (or  > 
"Neck, — Firm!”).  The  hands  are  placed 
on  the  back  of  the  neck,  with  straight 
wrists,  the  finger  tips  just  meeting;  el- 
bows well  back ; chest  raised ; head  erect. 

6.  “Arms  forward, — Bend !”  Arms 
raised  directly  to  chest  to  shoulder  level  ; 
palms  toward  the  floor ; straight  line 
from  elbows  to  finger  tips ; elbows  drawn 
slightly  to  the  rear  so  that  finger  tips  are 
4 to  8 inches  apart. 

7.  “Arms  upward, — Bend !”  The 
hands  are  closed  to  a fist,  and  raised  out- 
ward to  the  sides  of  the  shoulders,  with 
the  palms  directed  toward  them.  The 
forearms  are  vertical,  the  elbows  close  to 
but  not  against  the  body. 

8.  “Arms  forward, — Raise!”  Raise 
extended  arms  quickly  forward  until  they 
are  parallel  with  the  floor.  Palms  of  the 
hands  are  toward  each  other  and  shoulder 
width  apart.  Shoulders  should  not  be 
raised  or  carried  forward. 

9.  “Arms  forward  upward, — Raise!” 


) 


N 

Raise  the  extended  arms  quickly  forward 
and  upward  until  they  are  in  a position 
I slightly  forward  of  the  vertical.  Wrists 
I and  fingers  should  be  fully  extended, 
I palms  toward  each  other  and  shoulder 
width  apart. 

10.  “Arms  sideward, — Raise !”  Raise 
»^the  extended  arms  quickly  sideward  until 

ythey  are  parallel  with  the  floor ; palms 
- toward  the  floor ; fingers  extended ; 
^ hands  “shoulder  height.” 

11.  “Arms  sideward  upward, — 
Raise !”  Raise  the  extended  arms  quickly 

.sideward  and  upward  until  they  reach  the 
O position  described  in  No.  9. 

^ 12.  “Trunk  forward, — Bend!”  Bend 

the  trunk  slowly  forward  from  the  hips 
to  an  angle  of  about  45  degrees ; back 
and  knees  straight.  The  posture  of  the 
trunk  is  unchanged  from  that  in  the  posi- 
tion of  “Attention.” 

13.  “Trunk  backward, — Bend!” 
(Very  rarely  used)  the  head  and  upper 
trunk  are  bent  slightly  backward.  Do 
not  bend  at  waist. 

14.  “Trunk  to  left  (right), — Bend!” 
Bend  trunk  slowly  sideward,  keeping 
head  in  line  of  trunk.  Keep  both  feet 
flat  against  floor  and  avoid  twisting 
trunk. 

15.  Left  (right)  touch-step.  The 
foot  is  moved  forward  (or  sideward, 
backward,  etc.,  according  to  command) 
with  the  ankle  extended  so  that  toes  touch 
the  floor  the  distance  of  one  foot-length 
from  original  position.  The  body  weight 
remains  on  the  foot  that  is  not  moved; 
for  example,  “Left  foot  (touch-step) 
forward, — Touch!” 

16.  Left  (right)  foot  placing  (strid- 
ing). The  foot  is  moved  forward  (or 
sideward,  backward,  etc.,  according  to 
command)  and  placed  firmly  on  the  floor 
a distance  of  two  foot-lengths  from  its 
original  position.  The  body  weight  is 
equally  distributed  upon  both  feet;  for 
example,  “Left  foot  sideward, — Place!” 

17.  Left  (right)  lunging.  The  foot  is 
planted  firmly  upon  the  floor  a 'distance 
of  about  three  foot-lengths  forward  (or 
sideward,  backward,  etc.,  according  to 
command)  at  the  same  time  bending  the 
knee  of  the  leg  moved  and  throwing  the 
weight  upon  it.  The  other  knee  should 
be  kept  fully  extended  and  both  feet  flat 
on  the  floor.  Head  and  trunk  should  be 
kept  erect.  In  recovering,  the  foot  is  re- 


placed by  pushing  smartly  with  the  toe, 
thus  giving  a slight  spring  back  to  orig- 
inal position;  for  example,  “Left  side- 
ward,— Lunge !”  “Po-sition !” 

18.  Knee  bending.  In  “deep  knee 
bending,”  knees  are  separated  and  bent 
as  much  as  possible  lowering  trunk  to  a 
squatting  position.  In  “half  knee  bend- 
ing” the  knees  are  flexed  to  an  angle  of 
only  about  45  degrees,  keeping  heels  on 
the  floor.  In  both  cases  the  head  and 
trunk  must  be  kept  erect;  for  example, 
“Knees,  deep, — Bend !”  or  “Knees,  half, 
—Bend !” 

19.  “Left  (right)  knee  upward, — 
Bend!”  (or  “Raise!”).  The  left  hip  and 
left  knee  are  flexed  to  right  angles,  thigh 
horizontal,  lower  leg  vertical,  toes  pointed 
downward ; head  and  trunk  erect. 

20.  Left  (right)  leg  raising.  The  ex- 
tended leg  is  raised  forward  (or  side- 
ward, backward,  etc.,  according  to  com- 
mand) as  far  as  is  comfortably  possible, 
with  toes  well  extended.  The  head  and 
trunk  must  remain  perfectly  still  and  in 
an  erect  position ; for  example,  “Left  leg, 
forward, — Raise !” 

The  maintenance  of  correct  posture  is 
necessary  for  the  proper  execution  of  all 
the  above  positions.  The  following  “ele- 
vation cues”  will  be  found  very  helpful 
as  a means  of  developing  and  maintain- 
ing good  posture  in  children : 

Head,  up ! 

Chest,  up! 

Waist,  flat! 

Weight,  forward!  (If  necessary.) 

Grow  an  inch ! 

Press  back  the  knees! 

Stand  up  like  a man ! 

Stand  tall! 

Lift  the  head! 

Lift  the  chest ! 

Stretch  the  knees! 

Stretch  the  ankles! 

Suggestions  on  Physical  Education 
FOR  Supervisors,  Instructors, 
Directors  and  Teachers. 

(Extracts  from  material  included  in  revised  syllabus 
of  physical  training  accepted  by  Regents, 

June,  1920.) 

Suggested  Program  for  Meeting  Physi- 
cal Training  Requirement  in 
Rural  Schools. 

Time. — The  time  periods  indicated 
here  are  suggested  only,  and  are  intended 


3 


to  fit  into  the  school  program  so  as  to 
come  between  class  periods. 

9.00  a.m. — or  at  opening  of  school. 
Health  inspection  and  opening  exercise, 
combining  marching,  with  patriotic  train- 
ing, i.e.,  flag  salute,  national  songs,  etc. 
Note. — Many  schools  now  open  ten  to 
thirty  minutes  earlier  to  help  provide  ade- 
quate time  for  the  play  periods,  the  health 
inspection  and  the  pupils’  club  meetings. 

10.00  a.m. — Two-minute  drill.  This  is 
the  instructional  period,  to  teach  the  new 
exercises  outlined  by  the  physical  train- 
ing supervisor.  Emphasize  accuracy  of 
movement  and  response  to  command. 

10.30  a.m. — Twelve-minute  play  pe- 
riod (or  recess).  Group  games,  “It” 
games,  singing  games,  free  play  at  times, 
games  of  low  organization. 

11.05  a.m. — Two-minute  drill,  espe- 
cially for  relaxation  and  refreshment. 
No  new  matter;  rapid  rhythmic  move- 
ments preferred.  Less  attention  to 
“form”  more  to  quantity  and  vigor  of 
movements.  Story  plays  may  help. 

11.55  a.m. — We  suggest  that  older 
pupils  assist  with  the  preparation  of  a 
hot  lunch. 

12.00  to 

12.30  p.m. — Lunch.  Pupils  who  re- 
main at  school  should  not  run  about  or 
engage  in  physical  activities  until  at  least 
12.30. 

12.30  to 

1.00  p.m. — Such  a program  is  worth 
while,  since  it  often  replaces  misdirected 
and  excessive  play.  It  ought  not  to  be 
compulsory,  and  should  not  be  used  in 
meeting  time  requirements.  Arrange 
elective  program  of  quiet  games  and 
semi-active  contests.  When  possible  this 
period  should  be  under  the  leadership  of 
teacher  or  physical  training  supervisor  or 
volunteer  local  leader ; when  this  is  not 
possible,  under  the  leadership  of  older 
pupils  selected  by  the  teacher.  Games 
such  as  the  following  should  be  encour- 
aged : Quoit  pitching  or  horse-shoes, 
basket  ball  goal  throwing,  bean  bag,  tar- 
get toss,  pitch  and  catch,  volley  ball, 
guessing  contests,  folk  games,  and  feats 
of  skill  such  as  balancing.  Games  such 
as  the  following  should  be  discouraged  at 
this  time.  Violent  contests,  like  basket 
ball,  soccer  football,  prisoner’s  base,  hare 
and  hounds,  cross-country  running  or 
other  racing  efforts. 


2.00  p.m. — Two-minute  drill.  Lead- 
ership training  period.  Have  different 
children  take  charge,  giving  exercises 
similar  to  those  used  in  the  10.00  o’clock 
period. 

2.30  p.m. — Twelve-minute  play  pe- 
riod. When  possible  schedule  contests 
between  organized  school  teams  or 
groups,  as  “Reds”  and  “Blues”  using 
contests  such  as  the  following,  arranging 
schedule  in  consultation  with  physical 
training  supervisor;  use  rhythmic  work, 
mimetic  work  and  stunts  frequently. 

Outdoor  Use. 

Potato  Race. 

Tug-of-War. 

Prisoner’s  Base. 

Newcomb. 

Shuttle  Relay. 

All  Up  Relay. 

Other  forms  of  Relay. 

Volley  Ball. 

Dodgeball. 

• Playground  Baseball. 

Modified  Soccer. 

Broad  Jump. 

High  Jump. 

Baseball  Throw. 

Basket  Ball  Throw  for  Distance. 

Modified  Ice  and  Field  Hockey. 

Skating  Contests. 

Snowball  Battle. 

Indoor  Use. 

Potato  Race. 

Automobile  Race. 

Blackboard  Relay. 

Stealing  Sticks. 

Teacher  and  Class. 

Right  and  Left  Relay. 

Object-Passing  Games. 

Stunts  (Feats  of  Skill,  Individual  or 
in  Groups). 

3.15  p.m. — Two-minute  drill.  Lively 
exercise,  mimetic  work,  advanced  co- 
ordination. Note. — In  many  cases  the 
younger  children  are  excused  at  three 
o’clock.  In  that  case,  this  last  period 
may  be  reserved  for  the  more  vigorous 
and  complicated  movements,  such  as 
those  given  in  the  syllabus  for  the  upper 
grades.  For  younger  children,  story 
plays  may  be  given  to  advantage. 

4.00  p.m. — Formal  dismissal.  After 
four  o’clock,  coaching  of  athletic  teams. 


4 


practice  for  badge  tests  or  physical  ability 
contests,  meetings  of  school  clubs,  home 
project  work  or  school  garden  work,  and 
individual  and  home  activities. 

Notes  : — 

1.  If  the  above  program  is  followed, 
physical  training  “A,’’  “B”  and  “D”  Sec. 
(1)  time  requirement  will  be  met. 

2.  In  many  schools  the  period  from 
3.00  to  4.00  o’clock  is  given  over  to  man- 
ual training,  nature  study  trips  and  voca- 
tional work  two  days  each  week.  This 
period  may  be  correlated  with  the  phys- 
ical training  requirements. 

3.  The  period  after  dismissal,  if  it  is 
necessary  may  be  used  to  meet  the  three 
hours’  recreation  under  Section  “D”  (2) 
for  those  pupils  who  do  not  offer  accept- 
able home,  community  or  individual 
equivalents.  Practice  of  exercises,  ath- 
letic events  and  team  games  should  be 
encouraged  by  the  teacher  after  school 
and  participated  in  when  practical  for  the 
personal  recreational  values. 

Suggestions  on  Physical  Education 
FOR  Supervisors,  Instructors, 
Directors  and  Teachers. 

(Extracts  from  material  included  in  revised  syllabus 
of  physical  training  accepted  by  Regents, 

June,  1920.) 

Rural  and  Ungraded  Schools. 
General  Problem. 

The  problem  of  arranging  the  right 
kind  of  a program  for  a rural  school  is 
largely  one  of  selection  and  adaptation. 
The  individual  teacher  guided  by  her  dis- 
trict superintendent  and  physical  train- 
ing supervisor  should  select  from  the 
material  given  for  the  different  grades 
such  of  the  action  stories,  games  and  ex- 
ercises as  will  best  suit  the  needs  of  the 
local  situation.  All  the  suggestions  and 
articles  given  in  the  fore  part  of  this 
syllabus  will  be  found  helpful  to  the  rural 
teacher  but  a few  of  the  special  things 
to  be  considered  are  discussed  here  and 
some  of  the  principles  that  govern  this 
selection  and  adjustment  are  given. 

Things  to  Consider. 

I.  Children.  How  many  and  what 
ages  are  they ; how  far  do  they  walk  in 
getting  to  school ; what  work  do  they 
have  to  do  before  and  after  school ; what 
instruction  have  they  previously  had  in 


exercises,  marching,  games,  etc. ; how 
many  are  new  and  had  nothing  last  year ; 
how  many  are  abnormal  and  require  spe- 
cial care  or  modified  work ; who  are  the 
natural  leaders? 

II.  Recitation  Program.  Best  time 
for  play  periods.  “D”  work.  Possibili- 
ties for  correlation  with  other  subjects 
as  nature  study,  project  work,  etc. 
What  use  can  be  made  of  the  noon  hour? 
In  general  consider  how  to  lighten  and 
brighten  the  other  school  work  for  the 
teacher  and  the  children  by  careful  plan- 
ning of  the  recreation  time. 

III.  Space  Available  for  Indoors  and 
Outdoors.  Arrangement  of  seats,  desks, 
stove,  etc.,  to  make  largest  possible  use 
of  building.  Size,  slope,  soil,  etc.,  of 
playground  and  possibilities  of  improv- 
ing it.  What  other  grounds  near  by  may 
be  used  when  school  has  inadequate 
space. 

IV.  Equipment.  What  balls,  bean 
bags,  etc.,  are  owned  by  the  school  for 
playing  games  indoors  and  out;  what  is 
available  for  athletics,  jumping  pit,  etc.; 
what  does  the  school  budget  allow  for 
these  articles?  Plan  to  secure  things 
most  needed  a few  at  a time.  Have  pu- 
pils and  parents  unite  to  erect  home-made 
apparatus  and  provide  play  equipment. 

V.  Attitude  of  Community.  Are  cer- 
tain parts  of  the  program  objected  to  by 
trustees  or  parents  (folk  dances,  etc.)  ? 
Are  Eield  Days  and  Exhibitions  popu- 
lar? How  often  do  parents  visit  the 
schools  ? 

VI.  Cooperative  Agencies.  Is  there 
a parent  teacher  association?  Are  there 
local  church  clubs  or  societies,  or  national 
organizations  conducting  play  or  recrea- 
tion work?  Are  Y.  M.  C.  A.,  Y.  W. 
C.  A.,  Boy  Scouts,  Red  Cross  or  other 
paid  social  or  athletic  workers  available? 
Are  there  any  recent  college  graduates 
or  students  now  in  town,  who  may  be 
made  useful? 

Grouping. 

In  most  schools  of  this  type  all  chil- 
dren must  take  the  "‘B”  work  together 
and  most  of  the  time  must  have  their  “D” 
work  in  one  group.  Two  groups  should 
be  formed,  however,  in  all  but  the  small- 
est schools,  and  games  and  exercises 
adapted  for  older  pupils,  taught  to  the 
older  children,  part  of  the  time,  while  the 


5 


younger  ones  have  their  work  separately. 
In  larger  schools  three  groups  will  be 
found  best.  The  divisions  should  not  be 
made  by  grades,  but  on  the  basis  of  age, 
size  and  strength.  Group  one  should  in- 
clude pupils  approximately  five  to  seven 
years  of  age ; group  two,  those  eight  to 
ten  years ; group  three,  those  ten  to  thir- 
teen or  fourteen  years  of  age. 

Leadership. 

Older  pupils  should  be  trained  to  di- 
rect the  group  plays  and  games  of  the 
younger  group  and  used  as  leaders,  while 
the  teacher  is  busy  with  older  children. 
This  should  be  a definite  part  of  the 
training  of  the  older  pupils,  who  should 
also  be  given  experience  in  taking  charge 
of  the  “B”  work.  Make  it  an  honor  at 
first,  using  those  who  have  made  best 
progress,  but  give  all  a chance  sooner  or 
later. 

Physical  Training  ‘"A.”  Daily  Health 

Inspection. 

Many  teachers  have  correlated  the 
morning  health  inspection  with  the  pupil 
health  club  organization.  This  plan 
works  very  well  for  at  least  a part  of  a 
year.  The  rural  teachers  can  find  many 
opportunities  to  be  of  help  in  teaching 
health  habits  to  an  entire  family  by  tact- 
ful use  of  this  daily  inspection.  As  much 
personal  follow-up  work  as  possible 
should  be  done  and  the  aid  of  the  district 
nurse  invoked  in  reaching  the  more  needy 
cases. 

Syllabus  Relief  Drills. 

Principles  governing  the  selection  of 
the  setting-up  drills,  relief  drills,  and 
gymnastics  (formal  and  informal). 

For  rural  children  teachers  should  se- 
lect and  use  mainly  the  exercises  that 
refresh  and  relieve  the  tired  muscles,  that 
bring  about  increased  agility,  improve 
posture,  and  train  in  quick  and  accurate 
response  to  a spoken  command.  Muscle 
building  is  of  secondary  importance. 
These  exercises  should  therefore  be : 

1.  Simple;  not  too  hard  for  the 
younger  children. 

2.  Definite  and  exact ; not  liable  to  be 
done  incorrectly. 

3.  Suited  to  girls  and  boys  at  same 
time. 


4.  Corrective;  to  counteract  effect  of 
poor  seating. 

5.  Vigorous  to  quicken  circulation,  re- 
fresh the  brain,  and  “create  a de- 
mand” for  more  air  in  the  lungs. 

6.  Interesting;  changed  before  becom- 
ing monotonous. 

7.  Joyous  at  times. 

8.  Movements  related  to  normal  activi- 
ties of  daily  life. 

9.  Exercises  such  as  will  tend  to  over- 
come awkwardness. 

10.  Develop  ideal  of  habitual  good  pos- 
ture. 

11.  Teach  correct  walking  and  march- 
ing. 

12.  Develop  sense  of  rhythm. 

New  York  State  Physical  Ability 
Test. 

During  the  month  of  May,  the  depart- 
ment of  education,  through  its  physical 
education  staff,  conducted  a state-wide 
physical  ability  test  which  was  probably 
the  largest  and  most  comprehensive  ever 
attempted.  Though  not  the  originator 
of  the  idea,  it  may  safely  be  said  that  the 
Empire  State  has  taken  the  lead  in  carry- 
ing out  a physical  ability  test  on  a state- 
wide basis,  including  students  of  the 
seventh  and  eighth  grades  and  high 
schools,  both  boys  and  girls,  while  in 
number  of  contestants  and  in  closeness 
of  competition  it  stands  as  a record  of 
achievement,  highly  satisfactory  to  all 
concerned  and  a cause  for  congratulation 
to  all  who  had  a part  in  it. 

Eighty  per  cent  of  the  enrolment  of  all 
schools  entering  were  tested  between  May 
1 and  May  22,  and  results  from  56 
cities  and  203  villages,  involving  nearly 
300,000  school  children,  were  computed 
and  forwarded  to  the  state  department 
before  May  26.  This  meant  considera- 
ble work,  especially  in. cities  like  Bing- 
hamton and  Rochester  where  it  involved 
from  1,500  to  4,500  pupils.  A few  in- 
stances of  uneven  conditions  in  competi- 
tion, such  as  running  or  jumping  down 
grade,  and  of  errors  in  computation 
necessitated  the  rejection  of  some  scores, 
and  in  each  case,  these,  as  well  as  the 
winners  in  the  various  divisions  were 
checked  over  by  the  inspectors  from  the 
department  before  the  final  results  were 
published  last  June. 


6 


Representing,  as  it  did,  more  than  half 
of  all  classes  of  schools  of  the  state,  the 
competition  was  notably  successful,  and 
has  given  an  impetus  to  the  physical 
training  work  in  our  schools.  Plans  for 
next  year’s  test,  with  improvements  and 
modifications  are  already  under  way,  and 
details  are  being  worked  out  to  incorpor- 
ate the  very  valuable  suggestions  received 
from  the  various  workers  in  the  field. 

The  spirit  of  cooperation  everywhere 
was  very  marked,  which  indicates  that 
next  year’s  contest  will  include  nearly 
every  schoolboy  and  girl  in  the  state. 

This  year  the  competition  was  so  keen 
that  a village  on  Long  Island  just  barely 
excelled  a city  on  the  southern  tier  and 
this  in  turn  excelled  a village  in  the 
northern  part  of  the  state  by  an  extremely 
small  margin. 

The  state  was  divided  into  five  sections 
to  assure  greater  fairness  in  competition. 

Section  I.  included  all  cities  of  the  1st 
and  2d  class. 

Section  II.  included  all  cities  of  the  3d 
class. 

Section  III.  included  all  villages  hav- 
ing a superintendent  of  schools. 

Section  IV.  included  all  villages  under 
district  superintendents  having  ten  or 
more  teachers  or  that  employed  their 
own  physical  director. 

Section  V.  included  all  villages  having 
secondary  schools  under  sole  supervision 
of  state  teacher  of  physical  education. 

Two  divisions  were  also  made  as  to  the 
pupils  themselves.  The  junior  division 
with  its  events  and  its  own  scoring  table 
included  pupils  of  the  seventh  and  eighth 


grades  and  first-year  high  schools;  the 
senior  division,  with  its  own  scoring 
table  included  the  2d,  3d  and  4th  year 
high-school  pupils. 

The  events  consisted  of  running  (100 
yards),  jumping  (standing  broad)  and 
climbing  (chinning  the  bar)  for  boys. 
For  girls  it  included  running  (50  yards), 
running  and  catching,  and  throwing  (bas- 
ket ball).  No  spike  shoes  were  allowed; 
timing  was  done  by  regulation  stop- 
watches, and  all  rules  applied  to  make  the 
competition  the  fairest  possible  for  the 
greatest  number  of  contestants. 

The  placing  of  several  small  villages, 
with  limited  facilities  for  conducting 
these  tests,  high  up  among  the  leaders  is 
explained  in  part  by  their  small  enrol- 
ment, in  some  cases  the  record  of  an  en- 
tire school  or  village  depending  on  the 
performances  of  less  than  half  a dozen 
pupils.  However,  in  the  majority  of 
cases,  it  was  due  to  the  smaller  town  hav- 
ing its  own  physical  director,  thus  assur- 
ing each  pupil  a greater  amount  of  atten- 
tion from  an  expert  play  leader  with  the 
resulting  increase  in  physical  ability. 
Much  credit  is  due  the  splendid  organi- 
zation and  efforts  put  forth  by  the  larger 
cities  in  conducting  the  test  on  so  large 
a basis. 

Certificates  of  award  signed  by  the 
commissioner  and  state  supervisor  of 
physical  training  have  been  prepared  and 
are  being  forwarded  this  fall  to  the  win- 
ners of  all  the  various  classes  and  divi- 
sions as  indicated  by  the  following  tabu- 
lation showing  winners  of  the  first  three 
places  in  each  case,  with  their  standing. 


New  York  State  Physical  Ability  Test. 
State  Grand  Champions. 

(A  comparison  of  the  best  sectional  scores.) 

(*Not  officially  checked  up  by  state  inspectors.) 


Highest  City  (or  Village) 

Scores. 

Entire  City 

or  Village 

Average  of  all  boys* 

Average 

of  all  girls 

Place 

Score 

Sect. 

Place 

Score 

Sect. 

Place 

Score 

Sect. 

Southold 

54.6 

IV 

Old  Forge 

66.2 

IV 

Herkimer 

50.2 

Ill 

Port  Washington 

54.5 

IV 

Long  Lake 

63.6 

IV 

Savannah 

46.3 

IV 

Binghamton 

54.3 

I 

Mount  Vernon 

62.8 

II 

Binghamton 

47.7 

I 

Mount  Vernon 

63.5 

II 

Cobleskill 

62.6 

IV 

Newfane 

46.7 

IV 

Highest  Senior 

Division 

Scores. 

(Second,  third  and  fourth  year  High  School.) 

Old  Forge 

57. 

IV 

Old  Forge 

77.1 

IV 

Herkimer 

47.9 

III 

Port  Henry 

54.9 

IV 

Cobleskill 

71.5 

IV 

Newfane 

46.9 

IV 

Binghamton 

53.4 

I 

Westbury 

70.3 

IV 

Port  Henry 

46.6 

IV 

Walden 

53.3 

III 

Port  Henry 

68.9 

IV 

Patchogue 

46.4 

III 

7 


Highest  Junior  Division  Scores. 

(Seventh  and  eighth  grades  and  first  year  High  School.) 


Entire  City  or.Villag-e  Average  of  all  boys*  Average  of  all  girls 


Place 

Score 

Sect. 

Place 

Score 

Sect. 

Place 

Score 

Sect. 

Southold 

57.1 

IV 

Staatsburg 

69. 

IV 

Port  Washington 

56.7 

IV 

Binghamton 

54.6 

I 

Southold 

65. 

IV 

Savannah 

52.6 

IV 

*Webster 

52 

IV 

^Warwick 

63.9 

IV 

Southold 

51.9 

IV 

Mount  Vernon 

53.7 

II 

Endicott 

61.4 

III 

Herkimer 

51.6 

III 

State  Championship. 


SECTION  I. 


Total  City  Score. 

Total  Boys. 

Girls, 

54.3 

Binghamton 

60.9 

Binghamton 

47.7 

Binghamton 

34.5 

Rochester 

46. 

Yonkers 

29.7 

Rochester 

40.8 

Rochester 

Senior  Division. 

Total  Division  Score. 

Total  Boys. 

Total  Girls. 

53.4 

Binghamton 

63.4 

Binghamton 

41.2 

Binghamton 

38.4 

Rochester 

53.7 

Yonkers 

37.4 

Rochester 

39.6 

Rochester 

Junior  Division. 

Total  Division  Score. 

Boys. 

Girls. 

54.8 

Binghamton 

59.2 

Binghamton 

50. 

Binghamton 

38.5 

Yonkers 

43.2 

Yonkers 

37.1 

Yonkers 

33.2 

Rochester 

41.2 

Rochester 

34.3 

Troy 

SECTION  II. 

Total  City  Score. 

Total  Boys. 

Total  Girls. 

53.5 

Mount  Vernon 

62.8 

Mount  Vernon 

44.2 

Saratoga  Spa 

49.5 

Saratoga  Spa 

56.7 

Poughkeepsie 

44.1 

Mount  Vernon 

42.4 

White  Plains 

55.8 

Saratoga  Spa 

35.9 

Cortland 

42.4 

Lackawanna 

Senior  Division. 


Total. 

Boys. 

Girls. 

51.6 

Mount  Vernon 

64.5 

Mount  Vernon 

42. 

Mount  Vernon 

48. 

Saratoga  Spa 

62.5 

Saratoga  Spa 

39.4 

Saratoga  Spa 

42.6 

White  Plains 

59.3 

Poughkeepsie 

36.4 

White  Plains 

Junior  Division. 

Total. 

Boys. 

Girls. 

53.7 

Mount  Vernon 

61.2 

Mount  Vernon 

47.9 

Saratoga  Spa 

50.4 

Saratoga  Spa 

52.9 

Lackawanna 

46.2 

Mount  Vernon 

45. 

Lackawanna 

52.8 

Saratoga  Spa 

42.9 

Cortland 

48.5 

White  Plains 

SECTION  III. 

Total  City  Score. 

Boys. 

Girls. 

51.8 

Herkimer 

56.4 

Haverstraw 

50.2 

Herkimer 

49.7 

Patchogue 

54.6 

Lancaster 

46.6 

Patchogue 

48.9 

Lancaster 

54. 

Johnson  City 

44.7 

Tarrytown 

46.9 

Endicott 

53.2 

Herkimer 

43.1 

Lancaster 

46.3 

Haverstraw 

52.5 

Massena 

52.6 

Patchogue 

51.6 

Whitehall 

Senior  Division. 

Total. 

Boys. 

Girls. 

53.3 

Walden 

67.6 

Walden 

47.9 

Herkimer 

52.8 

Herkimer 

67.1 

Haverstraw 

46.4 

Patchogue 

51.4 

Patchogue  • 

65.3 

Whitehall 

43.8 

Walden 

44.6 

Nyack 

64.5 

Saranac  Lake 

38.9 

Tarrytown 

Junior  Division. 

Total. 

Boys. 

Girls. 

52.9 

Lancaster 

61.4 

Endicott 

51.6 

Herkimer 

51.2 

Herkimer 

56.9 

Lancaster 

49. 

Lancaster 

50.4 

Endicott 

52.5 

Haverstraw 

47.7 

Tarrytown 

49.7 

Patchogue 

51. 

Johnson  City 

46.8 

Patchogue 

47. 

Haverstraw 

50.8 

Herkimer 

8 


Total  City  Score. 

54.6  Southold 

54.5  Port  Washington 
52.4  Old  Forge 

52.2  Savannah 


Total. 

57.  Old  Forge 
54.9  Port  Henry 
53.  Newfane 
52.8  Savannah 
52.4  Southold 


Total. 

57.1  Southold 
53.7  Mattatuck 
52.5  Staatsburg 
52.  Webster 
51.9  Savannah 


SECTION  IV. 
Boys. 

66.2  Old  Forge 

63.6  Long  Lake 

62.6  Cobleskill 
61.  Southold 

59.9  Walden 
59.8  Wolcott 


Senior  Division. 
Boys. 

77.1  Old  Forge 

71.5  Cobleskill 

70.3  Westbury 

68.9  Port  Henry 

68.7  Long  Lake 

67.5  Tuxedo 


Junior  Division. 
Boys. 

69.  Staatsburg 
65.  Southold 
61.  Castile 

59.2  Wolcott 


Girls. 

48.3  Savannah 
46.7  Newfane 
46.  Westbury 
45.9  South  Byron 
45.6  Richfield  Spa 


Girls. 

46.9  Newfane 

46.6  Port  Henry 

45.2  Port  Washington 

44.8  Richfield  Spa 

44.6  South  Byron 
44.4  Southold 


Girls. 

56.7  Port  Washington 
52.6  Savannah 

51.9  Southold 
51.1  Webster 


Events  and  Scoring  Standards 


JUNIOR  STANDARDS 

SENIOR  STANDARDS 

BOYS 

Min. 

(0) 

Honor 

(50) 

Max. 

(100) 

Min. 

(0) 

Honor 

(50) 

Max. 

(100) 

1 100  yard  dash— 5 points  for  every  1 second  better 
than  minimum 

16  sec. 

14  sec. 

12  sec. 

15  sec. 

13  sec. 

11  sec. 

2 Standing  broad  jump  (2  trials:  use  best)  2 points  for 
every  inch  better  than  minimum 

4'  5" 

6'  6" 

8'  r 

4'  11" 

7' 

9'  1’ 

3 Pull-ups  (chinning  the  bar)— 10  points  for  every  pull- 
up  better  than  the  minimum 

0 times 

5 times 

10  times 

2 times 

7 times 

12  times 

JUNIOR  STANDARDS 

SENIOR  STANDARDS 

GIRLS 

Min. 

(0) 

Honor 

(50) 

Max. 

(100) 

Min. 

(0) 

Honor 

(50) 

Max. 

(100) 

1 50  yard  dash— 5 points  for  every  b second  better  than 
minimum 

10  r 

8 b" 

6h” 

9t" 

71" 

5 b" 

2 Running  and  catching— 2 points  every  i second 
better  than  minimum 

27" 

22" 

17" 

25" 

20" 

15" 

3 Basket  ball,  far  throw  (2  throws;  use  best) — 2 points 
for  every  foot  better  than  minimum 

13' 

38' 

63' 

17' 

42' 

67' 

Rules  for  events.  The  usual  rules  of 
the  A.  A.  U.  shall  govern  the  running 
and  jumping  events.  Timing  must  be  by 
stop  watch.  Contestants  may  not  run  or 
jump  in  spike  shoes;  sneakers  or  rubber- 
soled  shoes  are  required  to  make  it  fair 
for  the  many  contestants  who  would  not 
have  spikes. 

Detailed  rules  for  the  girls’  events  Nos. 
2 and  3 may  be  found  in  New  York  State 
Physical  Training  Syllabus,  page  194. 

Conducting  the  test.  All  local  plans 
shall  be  in  charge  of  the  local  school  offi- 
cials. The  director  of  physical  education 


and  principals  and  teachers  of  the  schools 
concerned  shall  run  off  events  and  make 
computations  of  class  and  school  scores. 
The  results  for  the  entire  system  shall  be 
forwarded  by  the  superintendent  of 
schools  who  shall  certify  as  to  enrolment 
etc.,  on  blank  similar  to  one  shown  be- 
low. 

In  section  4 schools,  principals  shall 
certify  to  and  forward  results. 

In  section  5 schools,  results  shall  go 
from  principal  of  school  to  his  state 
teacher  of  physical  education,  who  shall 
make  tabulations  and  comparisons  for 


9 


use  in  awarding  for  zone  championships 
before  sending  final  tabulations  to  state 
office. 

The  state  supervisor  of  physical  edu- 
cation will  make  such  check  upon  the  re- 
turns as  may  be  necessary  before  an- 
nouncing the  winners. 

Scoring;  individual  and  class.  The 
points  made  in  the  three  events  by  each 
pupil  are  to  be  added  together  and  di- 
vided by  3 to  get  the  pupil’s  score.  All 
who  equal  or  exceed  the  honor  standard, 
50  points,  in  each  and  all  events,  shall  be 
considered  to  have  passed  the  test  with 
honor.  All  whose  average  or  final  score 
equals  or  exceeds  75,  with  high  honor. 

The  total  of  the  pupil  scores  of  80  per 
cent  of  the  boys  enrolled  is  to  be  divided 
by  that  number  (80  per  cent)  to  get 
boys’  scores  for  class,  and  same  for  80 
per  cent  of  girls.  The  final  class  score  is 
determined  by  dividing  the  total  of  points 
made  by  both  boys  and  girls  by  the  total 
competing. 

The  school  score  is  found  by  adding 
totals  of  classes  and  dividing  by  number 
of  contestants.  City  score  is  computed 
by  adding  totals  of  schools  and  dividing 
by  number  of  pupils  competing.  Local 


officials  should  announce  individual,  class 
and  school  awards. 

Purpose  of  20  Per  Cent. 

The  20  per  cent  whose  recprd  is  not 
asked  for  is  intended  first  of  all  to  in- 
clude those  physically  unfit  to  compete, 
those  who  are  absent  for  any  reason,  and 
the  balance  may  be  made  up  of  those  who 
make  the  lowest  scores  in  the  test. 

Medical  safeguards.  The  school  medi- 
cal certificate  should  be  consulted  to  de- 
termine the  physical  fitness  of  each  indi- 
vidual to  compete  in  the  test.  Doubtful 
cases,  such  as  those  who  may  have  been 
recently  ill  or  whose  regular  classwork 
in  physical  education  leads  the  physical 
director  to  doubt  their  condition,  should 
be  referred  to  the  school  medical  author- 
ity for  examination  before  being  allowed 
to  enter  the  events. 

Score  Sheet. 

Make  one  sheet  for  boys  and  one  for 
girls  of  each  grade  and  class  Town  or 
city  (Roxhury) ; School  (5);  Prin. 
(/.  W.  Smith);  Grade  or  class  (8th 
grade).  No.  of  pupils  enrolled  May  ist: 
Boys  (5)  ; Girls  (9). 


(boys’)  events 


NAMES 


1 


Time 


Adams,  J. 
Burns,  W 
Smith,  F.. 
Taylor,  P. 


14" 

15" 

13" 

16  r 


Total  no.  boys 
competing 
(80%) =4 


DASH 

2 JUMP 

3 

PULL-UPS 

Pts. 

Hon. 

Dist. 

Pts. 

Hon. 

No. 

Pts. 

Hon. 

50 

H 

6'  10" 

58 

H 

6 

60 

H 

25 

6'  6" 

50 

H 

2 

20 

75 

HH 

8' 

86 

HH 

10 

100 

HH 

0 

7' 

62 

H 

14 

100 

HH 

Total 

pts. 


Aver. 

or 

score 


Hon. 

record 


168 

95 

261 

162 


56  H 

31.7  

86  High  H 
54  


Total  pupil  scores 228.7 

Total  pupil  scores  228.7-l-no.  of  pupils  (4)  = grade  score=  57.17  =57.21 


Date  (May  5,  1920);  Test  conducted  by  (Miss  Smith);  Phy.  Dir.,  Teacher 


Scoring  Rules  and  Suggestions. 

In  computing  scores  carry  out  one  dec- 
imal point  if  necessary;  if  second  number 
in  decimal  is  .05  or  over  add  .1  to  result, 
if  second  number  is  less  than  .05  disre- 
gard it.  Illustration  above:  Burns,  95 
total  ^ 3 = 31.66;  score  it  31.7. 

It  is  usually  best  to  conduct  events  and 
record  results  without  waiting  to  com- 
pute points,  at  time  of  test.  Make  com- 
putations in  office  later  with  help  of 


teacher  and  announce  results  following 
day. 

Events  may  be  run  off  all  in  one  day 
or  taking  a different  day  for  each  one. 
Complete  each  event  if  possible  on  day 
it  is  started. 

Allow  only  one  official  test  for  each 
event. 

Summary  Sheet. 

For  use  in  recording  class  scores  and 
computing  school  final  score. 


10 


(In  large  cities  one  copy  should  be  filed 
at  local  school  and  one  at  main  office  of 
director  of  physical  education  for  the 
city.) 

School Principal • • • • 


Sen  ior  d iv  is  to  n 

Boys 

Girls 

ClassTotals 

w £ 

o o 
00 

.-H  ^ 

E-l  p. 

a; 

o 

o 

tfi 

a S 

o O 
00 

2 G 

h a 

0) 

o 

o 

G 

W <U 
#2 
o'© 

00  Sh 

2 G 
G O 

E-i  a 

(D 

li 

O 

4th  yr.  high 

3d  yr.  high 

2d  yr.  high 

Senior  div.  totals.. 

Jun  ior  d ivision 

1st  yr.  high 

8th  grade  

7th  grade 

Junior  div.  totals.. 

School  grand  totals 

Final  school  score  = total  points  divided 
by  total  enrolment 


Final  Report. 

One  copy  to  be  kept  on  file  and  one  to 
be  sent  to  state  supervisor  of  physical 
education,  Education  Building,  Albany, 
N.  Y.,  within  three  days  of  completion  of 
test  and  not  later  than  May  26th. 

Place  Date  


ENROLMENT 

80% 

TOTAL  POINTS 

Senior  Division— Boys 

Senior  Division— Girls 

Junior  Division — Boys 

Junior  Division— Girls 

Total 

Score  for  city:  Total  points,  divided  by 
80  per  cent  = final  city  score 


Best  Class  Scores. 


Senior  division 

SCORE 

NAME  OF  SCHOOL 
AND  ^O. 

4th  year  high — boys 

4th  year  high — girls 

3d  year  high — boys 

3d  year  high — girls 

2d  year  high — boys 

2d  year  high — girls 

Junior  division 

SCORE 

NAME  OF  SCHOOL 
AND  NO. 

1st  year  high — boys 

1st  year  high — girls 

8th  grade— boys 

8th  grade — girts  

7th  grade — boys 

7th  grade— girls 

I certify  that  to  the  best  of  my  knowl- 
edge the  above  record  is  correct  and  that 
the  tests  were  conducted  according  to 
rules. 

Signed  

Supt.  or  Prin. 


Director  of  Physical  Education  or 
teacher  in  charge  of  test. 

Entry  Blank  Eorm. 

The  following  statement  should  be 
mailed  on  or  before  May  8th,  if  a school 
system  wishes  to  compete  in  the  state 
contest,  to  the  State  Supervisor  of  Phys- 
ical Education,  Education  Department, 
Albany,  N.  Y. 

Place Date 

Our  schools  intend  to  try  out  the  effi- 
ciency test  and  will  submit  results  on  or 
before  May  26th. 

Signed  Supt., 

Prin.  or  Director  of  Physical  Edu- 
cation. 


11 


Final  Report  on  Physical  Ability  Test 

To  be  mailed  on  or  before  May  26,  1920,  to  Supervisor  of  Physical  Education,  State  Department 
of  Education,  Albany,  N.  V. 


Place County Sect,  in  test 

No.  schools  in  system:  Sec Elem No.  schools  competing:  Sec Elem. 


SCORE  BY  DIVISIONS 

MAY  1st  enrolment 

TOTAL  POINTS 

SCORED 

FINAL  SCORE  OR  AVG. 

(Total  Pts.  80  per  cent 
enrolment) 

Total 

80% 

Senior  div.  bovs 

“ girls 

‘ ‘ total 

Junior  div.  bovs 

' ‘ girl.s 

“ total 

City  total  score,  boys 

“ girls 

City  final  score 

Best  class  scores  (total  points  divided  by  80  per  cent  of  class  enrolment) 


SENIORS 

NAME  OF  SCHOOL 

SCORE 

JUNIORS 

NAME  OF  SCHOOL 

SCORE 

4th  yr.  high 

1st  yr.  high 

“ boys 

“ boys.... 

“ girls .... 

girls .... 

3d  vr.  hie'h 

8th  grade 

“ bovs. . . . 

‘‘  boys.... 

‘‘  girl.s... 

“ girls 

2d  vr.  high 

7th  grade 

boys . . . 

“ boys.... 

' gi  r1  s 

‘ ‘ girls 

Best  school  score  (to 

High  school . 

tal  of  class  scores  divided  by 

80  per  c 

ent  of  school  enrolm 

Grade  school. . 

ent) 

» I certify  that  to  the  best  of  my  knowledge  the  above  record  is  correct  and  that  the  tests  were  conducted  accord- 
ing to  the  rules. 


Superintendent  or  Principal 


Physical  Director 


12 


Scoring  Table 

New  York  State  Physical  Ability  Test 


BOYS 


100  yd.  dash 
5 pts.  every 
B sec. 


Jrs. 


Srs. 


Standing- 
broad  jump 
2 pts.  every  inch 


Jrs. 


Srs. 


Pull  ups 
10  pts.  every 
pull  up 


Jrs.  Srs. 


GIRLS 


50  yd.  dash 
5 pts.  every 
B sec. 


Jrs. 


Srs. 


Running  and 
catching 
2 pts.  every 
B sec. 


Jrs. 


Srs. 


Basket  ball 
far  throw 
2 pts.  every 
foot 


Jrs.  Srs. 


15t  sec. 


15b  sec. 


151  sec. 


15b  sec. 


15  sec. 


141  sec. 


146  sec. 


14|  sec. 
14,1  sec. 


4 ft.  5 in. 
6 “ 

7 “ 


8 in, 

9 ‘ 
10  “ 
11  “ 


5 ft. 


1 in. 

2 “ 

3 “ 

4 “ 

5 “ 


4 ft.  11  in, 

5 ft. 

1 “ 


2 in. 

3 “ 

4 “ 

5 “ 

6 


7 in. 

8 “ 

9 “ 

10  “ 
11  “ 


10b  sec. 


9t  sec. 


10  sec. 


9b  sec. 


9b  sec. 


9b  sec. 


91  sec. 
9b  sec. 


9b  sec. 
9 sec. 


27  sec. 

25  sec. 

13  ft. 

26b 

24|  “ 

14  “ 

26i  " 

24i  “ 

15  “ 
15^  “ 

16  “ 

26b  sec. 

23b  sec. 

26i  “ 

23  J “ 

17  “ 

26  “ 

23  ' 

18  “ 

25|  “ 

22| 

22i  ‘ 

19  “ 

25i  “ 

20  “ 
20l  “ 
21  “ 

25i  ; 

22|  sec. 

25i  ‘ 

22^  “ 

22  “ 

25  ‘ 

22  “ 

23  “ 

24|  “ 

21|  “ 

24  '■ 

241  " 

21i  “ 

25  “ 

ft. 


25  15  sec. 


14  sec. 


5 ft.  52  in. 


5 ft.  Ill  in. 


25 


9b  sec. 


8b  sec. 


25^  ft. 


29l  ft. 


25 


141  sec. 


13b  sec. 


6 in. 

7 “ 

8 “ 
9 “ 

10  “ 


6 ft. 


1 in. 

2 " 

3 “ 

4 “ 


14b  sec. 


13b  sec. 


11  in. 


14b  sec. 


14b  sec. 


13b  sec. 
13b  sec. 


6 ft. 


1 in. 

2 “ 

3 “ 


5 in. 

6 “ 

7 “ 

8 “ 

9 “ 


4 in. 

5 “ 


10  in. 

11  “ 


9 sec. 


8b  sec. 


8b  sec. 


24|  sec. 
241  “ 
24  “ 

23b 

23f  “ 


21b  sec. 

2ii  *: 
21  ‘ 
20t  “ 
20f  “ 


8b  sec. 


8b  sec. 
8b  sec. 


8b  sec. 
8 sec. 


23b  sec. 
23i  “ 
23 

22|  “ 
221  “ 


22|  sec. 
22^  “ 


26  ft. 

27  “ 

28  “ 

29  “ 

30  “ 
3O2  “ 

31  “ 

32  “ 

33  “ 

34  “ 

35  “ 
35^  “ 

36  “ 

37  “ 


30  ft 

31  “ 

32  “ 

33  “ 

34  “ 
34^  “ 

35  “ 

36  “ 

37  “ 

38  “ 

39  “ 
39^  “ 

40  “ 

41  " 


50 


14  sec. 


13  sec. 


6 ft.  6 in. 


7 ft. 


50 


8b  sec. 


7b  sec. 


22  sec. 


19  sec. 


38  ft, 


42  ft. 


50 


7 in. 

8 “ 


1 in. 

2 “ 


13b  sec. 


12t  sec. 


13i  sec. 


12b  sec. 


7 ft. 


9 in. 
10  “ 
11  " 

1 “ 


3 in. 

4 “ 

5 “ 

6 “ 

7 “ 


13b  sec. 


13b  sec. 


12b  sec. 
i2s  sec. 


2 m. 

3 “ 

4 “ 

5 “ 

6 " 


8 ft. 


8 m. 

9 “ 
10  “ 
11  “ 


21b  sec. 
21f  “ 


8 sec. 


7b  sec. 


18b  sec. 
18|  “ 


7b  sec. 


7b  sec. 


7b  sec. 


7b  sec. 


18i  sec. 
18i  “ 
18  “ 
17|  “ 
17i  “ 


7b  sec. 


7 sec. 


201  sec. 
20^  “ 
20  “ 
19|  “ 
191  “ 


171  sec. 
17^  “ 
17  “ 

16|  “ 


39  ft. 

40  “ 
40i  “ 

41  “ 

42  “ 

43  “ 

44  “ 

45  “ 
45^  “ 

46  ‘ 

47  “ 

48  “ 

49  “ 

50  “ 


43  ft. 

44  “ 

44  J “ 

45  “ 

46 

47  “ 

48  “ 

49  “ 
49|  “ 

50  “ 

51  “ 

52  “ 

53  “ 

54  “ 


75 


13  sec. 


12  sec. 


7 ft.  6l  in. 


8 ft.  I in. 


75 


7b  sec. 


6b  sec. 


50^  ft, 


54l  ft. 


75 


12b  sec. 


Ilf  sec. 


7 in. 

8 “ 

9 “ 

10  “ 
11  “ 


lin. 
2 “ 

3 “ 

4 “ 

5 “ 


12b  sec. 


Hi  sec. 


8 ft. 


12b  sec. 


12b  sec. 


Hb  sec. 
11b  sec. 


1 in. 

2 “ 

3 “ 

4 “ 


6 in. 

7 “ 

8 “ 

9 “ 

10  “ 


5 in. 

6 “ 


9 ft. 


11  in. 


7 sec. 


6s  sec. 


19b  sec. 
19^  ;• 
19  • 

181  “ 
181  “ 


6b  sec. 


6b  sec. 


16|  sec. 
16|  “ 
16  “ 
15b 

15i  “ 


6s  sec. 
6b  sec. 


6b  sec. 
6 sec. 


14b  sec. 


ft. 


100 


12  sec.  11  sec 


8 ft.  7 in. 


9 ft.  1 in. 


10 


12 


100 


62  sec. 


5b  sec. 


17  sec. 


14  sec. 


63  ft. 


67"  ft. 


100 


13 


The  University  of  the  State  of  New  York 

The  State  Department  of  Education 

Nm  f nrk  Abtlttg 

®l|ia  rrrnrba,  mitli  rommrnbatiatt,  fart  tl|at 


fimal^rb tn 

tuitli  a final  arnrr  nf  , lyamng  aatiafartnrUg  rnnbnrtrb  tlfr  i>tatr  trata. 

\T)ated^ , 19 

State  Supervisor  of  Physical  Education 


“The  Nation’s  strength  depends 
upon  the  physical  fitness  of  its  citi- 
zens.” 

President  of  the  University 
and  Commissioner  of  Education 


14 


HI- 


